Children’s Eye Movements, Miscue Analysis Patterns, and Retellings When Reading a Counterpoint Picture Book

Liwanag, Maria Perpetua Socorro U.; Pelatti, Christina Yeager; Martens, Ray; Martens, Prisca

doi:10.1177/2381336916661535

Cited by 5 publications

(2 citation statements)

References 18 publications

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“…Literacy researchers have engaged in a variety of approaches to study reading by focusing on how the affordances of picture books influence reading strategies and comprehension (Feathers & Arya, 2015; Liwanag, Pelatti, Martens, & Martens, 2016). Researchers conducting these studies found that readers’ gaze or attention to the written and pictorial information in different kinds of picture books influence readers’ understanding of the materials.…”

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confidence: 99%

“…Our recent EMMA study (Liwanag et al, 2016) and other ongoing EMMA research have shown that common metrics (Goodman, 2016) do not fit the traditional definition of a fixation that lasts between 200 and 300 ms (Holmqvist et al, 2015) as the “only time the eye transmits useable data to the brain” (Paulson & Freeman, 2003, p. 2). While we recognize the value of fixations as a measure of cognitive processing, we are in need of a new method that considers other metrics, such as gaze points, to explain how visual input from the eyes is used to make sense when reading.…”

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Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

Liwanag

Martens

et al. 2017

Literacy Research: Theory, Method, and Practice

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The goal of this case study was to examine a second grader's reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus provide a unique opportunity to study reading. Findings from this case study highlight that reading is more than the eyes moving sequentially from word to word while the reader actively constructs meaning. Reading picture books demands an expanded repertoire of strategies since only looking at multimodal signs, such as written and pictorial cues, that are available when reading is not sufficient to ensure full comprehension of picture books. Implications for teaching reading and understanding multimodality in learning are addressed.

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confidence: 99%

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confidence: 99%

Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

Liwanag

Martens

et al. 2017

Literacy Research: Theory, Method, and Practice

Self Cite

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“My Eyes Move Dynamically”: Inquiring into Adult English Learners’ Reading Through Retrospective Eye Movement Miscue Analysis

Wang¹,

Arslan-Ari²

2021

J Adolescent & Adult Lit

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This paper investigated two adult English learners’ reading processes of reading informational texts through Retrospective Eye Movement Miscue Analysis (REMMA). The readers read two texts and retold what they read. Their reading was recorded by the Tobii Pro eye tracker. They watched their eye movement video and discussed their miscues and eye movements. The REMMA sessions helped the readers realize their misconception about reading, understand reading is meaning‐making, uncover their strategies, and grow confidence. When readers have illusions about reading, secondary teachers and adult educators could invite them to share their reading views, talk about their reading, and discuss the importance of using images in informational texts.

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Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis

Wang,

Arslan‐Ari,

Hao

et al. 2024

J Adolescent & Adult Lit

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This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first‐language and second‐language reading processes. The cross‐linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non‐Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.

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Children’s Eye Movements, Miscue Analysis Patterns, and Retellings When Reading a Counterpoint Picture Book

Cited by 5 publications

References 18 publications

Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

“My Eyes Move Dynamically”: Inquiring into Adult English Learners’ Reading Through Retrospective Eye Movement Miscue Analysis

Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis

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